The relationship between multiple intelligences and Iranian EFL learners' performance on writing different essay types

Rostami, Farzad; Soleimani, Habib

doi:10.7813/jll.2015/6-4/15

Cited by 3 publications

(5 citation statements)

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“…The results of the present study are in agreement with other researchers such as (Nolen, 2003;Ozdener & Ozcoban, 2004;Ozdemir, Guneysu, & Tekkaya, 2006;Bellflower, 2008;Douglas, Burton, Durham, 2008;Cooper, 2008;Harriman, 2010;Rostami and Soleimani, 2015;and Yaumi, Sirate, and Patak, 2018) who asserted that adopting the multiple intelligence-based approach resulted in noteworthy contribution on students' academic achievement.…”

Section: Discussionsupporting

confidence: 92%

Adopting the Online Multiple Intelligences Based Approach for Developing the Academic Achievement of the English Language Students

El-Sherbiny¹

2022

مجلة کلية التربية بالمنصورة

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The present study tried to investigate the impact of a proposed online multiple intelligences based program on developing the academic achievement of the English language students. Declining English language academic achievement among schools students have been reported over many years in Egypt. This study proposes using the multiple intelligences (MIs) theory in combination with the online learning approach as a remedial solution to overcome this problem. The researcher tried to integrate the benefits of MI approach with the advantages of online learning as an attempt to develop the students' English language academic achievement. The quasi-experimental design (control group and experimental group) was adopted for conducting this research. The participants of the study were 60 students randomly selected from the third year preparatory students. The study instruments were the online MI questionnaire and the pre-posttest English achievement test. Reliability and validity of the study instruments were proved. The highest intelligences according to the results of the study online MIs questionnaire were the linguistic, visual-spatial, logical-mathematical and musical intelligences. That's why the researcher tried to make use of these intelligences in order to improve the students' academic achievement in English learning. The control group studied through the traditional instruction using the traditional methods of teaching, while the experimental group participants were taught through the proposed online multiple intelligences program with the designed MIs activities in light of Bloom's taxonomy of cognitive levels in order to evaluate the students' academic achievement. Results revealed that the experimental participants' academic achievement in English was significantly developed. They outperformed their counterparts in the control group. Therefore, it could be concluded that the implementation of the online multiple intelligences program was very effective in developing the English language for the preparatory school students. In light of the study findings, a set of recommendations and future research suggestions were highlighted.

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Section: Discussionsupporting

confidence: 92%

Adopting the Online Multiple Intelligences Based Approach for Developing the Academic Achievement of the English Language Students

El-Sherbiny¹

2022

مجلة کلية التربية بالمنصورة

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Section: : Correlation Between MI Profiles and Students' Writing Stra...supporting

confidence: 57%

“…The findings of the study find roots in previous research which investigate the issue of effects of multiple intelligences in writing proficiency of L2 learners (e.g., Doğan, 2019;Gündüz & Ünal, 2016;Rostami & Soleimani, 2015;Alizadeh, Saeidi, & Tajmid, 2014;Ismaeili, Benham, & Ismaeili, 2014;Ouma, 2014;Naseri & Ansari, 2013;El Modalal, 2012;Naoe, 2010;Sarıcaoglu & Arikan, 2009;Nolen, 2003;etc.). Contrary to my findings, Rostami and Soleimani (2015) report "a significant and positive correlation between total multiple intelligences and descriptive as well as persuasive essay writing performance of the participants" (p. 85). Ikiz and Çakar (2010) in accordance with Ahmadian and Hosseini (2012) also maintain that academic writing scores of the students are related to their multiple intelligences, while the present study which investigated the students' writing performance through three different essay types (cause essays, contrast essays, and argumentative essays) did not generally pick significant impact of multiple intelligences on students' writing performance.…”

Section: : Correlation Between MI Profiles and Students' Writing Stra...supporting

confidence: 57%

“…Christison (2005) maintains that "MI theory has helped educators by providing a useful framework for talking about the differences we see among the students we teach" (p. 3). Rostami and Soleimani (2015) also maintain that "the focus on individual differences will result in more learner-based curriculum" (p. 77). In other words, instead of relying on one form of a curriculum, MIT offers individualized education based on learners' differences to meet the needs of each learner.…”

Section: Review Of the Literature 21sketching Multiple Intelligences ...mentioning

confidence: 99%

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Incorporating Multiple Intelligences in L2 Writing Classes: New Horizons in Redefining the Classroom

Haddaji¹

2022

IJLLS

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This article seeks to restore the notion of the classroom in light of emerging pedagogies. It attempts to provide a sketchy introduction of the theory of multiple intelligences and its potential gains in ELT. Despite the variance of teaching methods and approaches implemented in classrooms, students’ results in some topics have remained below the par of teachers’ expectations. This article attempts to provide a solution to teaching students to their differences and learning preferences. It investigates the impacts of accommodating students’ intelligences profiles in writing classes. To fulfill this objective, 114 male and female participants majoring in English at the University of Kairouan were asked to write a five-paragraph essay and respond to a writing strategies questionnaire, a multiple intelligences inventory. The collected data were statistically analyzed using Pearson Correlation and ANOVA techniques to probe possible correlations and predictability levels between MI profiles and WS. The findings indicated that there is a significant degree of correlations between learners’ multiple intelligence profiles and the writing strategies they use when writing. As for the impacts of multiple intelligences on writing quality, the results revealed weak or no significant correlations. It is then suggested that the same study should be further elaborated within the same L2 context with larger population to acknowledge learners’ differences and learning preferences and benefit from new dimensions in teaching paradigms Chronic deterioration of learners results in different language topics The current upheaval caused by the striking pandemic Lack of homogeneity in the syllabi provided to university students For the above reasons, implementing the Multiple Intelligences Theory (Gardner 1983/1999) and Computer Assisted Language Learning at the university level classroom could boost the teaching/ learning and would reduce apprehension and foster learning achievements. So, knowing learners’ individual differences and preferences and integrating CALL in the classroom would allow teachers to establish “broad range of teaching strategies with their students” (Armstrong, 2009). Gardner (2006) also concludes that “people have very different kinds of minds… then education which treats everybody the same way, is actually the most unfair education”. Briefly, incorporating intelligences whether cognitive or artificial and recognizing the blended learning would revolutionize the notion of the classroom and reduce inconveniences between the teaching input and the learning output. Therefore, the new CLASSROOM would be effective, inspiring, and prospective.

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“…The study suggested some techniques and strategies to teach through MI, and recommended that EFL teachers should integrate this philosophy in their classes for its great contribution in enhancing teaching and achieving better learning. Rostami and Soleimani (2015) studied the relationship between students' multiple intelligences and their performance on writing different types of essays. They found out that there was a significant and positive correlation between total multiple intelligences and students' writing performance of the different types of essays.…”

Section: Literature Reviewmentioning

confidence: 99%

Multiple Intelligences - Based Planning of EFL Classes

Zebari

Allo

Mohammedzadeh

2018

ALLS

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The present study aimed to set a plan for teaching EFL classes based on the identification of university students’ dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that “one size fits all” is still adopted by many EFL teachers, and that EFL students’ differences and preferences are noticeably unheeded. It is believed that identifying students’ dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection. The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily- kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic.

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The relationship between multiple intelligences and Iranian EFL learners' performance on writing different essay types

Cited by 3 publications

References 14 publications

Adopting the Online Multiple Intelligences Based Approach for Developing the Academic Achievement of the English Language Students

Adopting the Online Multiple Intelligences Based Approach for Developing the Academic Achievement of the English Language Students

Incorporating Multiple Intelligences in L2 Writing Classes: New Horizons in Redefining the Classroom

Multiple Intelligences - Based Planning of EFL Classes

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